Jessie Woolley-Wilson at WA STEM Breakfast

MS:Our goal is pretty simple. It is to be able to connect the companies of the Puget Sound region with the class rooms of the Puget Sound region. It’s in our best interest to do that.

JWW:So how many of you have heard the term “Adaptive technology”? How many of you feel like you know what it means? One of the reasons why we are so excited is not because of things that we think are conceptual, it’s because of things that are happening every day right now across the United States. We talk about bold crazy ideas about accelerating the velocity of learning, it’s not conceptual. It’s happening every day. And one of the biggest challenges that software companies have is to fight pessimism. These kids expect a little girl who goes into the dentist’s office and picks up a magazine and touches the front of it, and says, “Mommy, there’re something wrong”. Those kids are going to expect a different learning experience. It’s beyond just digital natives. These are kids that expect to have technology integrated into their lives. Not with the carve out for learning, but into their lives. And I’m very, very hopeful that with the power of Adaptive Technology, what we call “Intelligent Adaptive Learning” is that actually is about moving kids forward and teaching them math that we can unlock the learning potential of every child.

AP:I’m really interested in looking for ways to inspire kids to pursue educational pathways that will enable them to have a career in outer space in the future.

RI:Integrating the technology with the social and emotional learning dimensions of the work we do, we believe that as John Nesbitt once said that it’s about high-tech and high-touch. And I think that science education in the future is going to involve not only the cognitive functions, but also the social and the emotional and the social dimensions of learning.

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Testimonials

We have to keep moving forward in our classes, but there are just instances when kids have missed something along the way—either through an absence, or just not “getting it.” With DreamBox, I can have fifth grade students that don’t understand place value review and understand at their own pace. DreamBox helps to fill those educational gaps at the exact time and place that each child needs it … certainly something that I cannot provide for every student during our classroom time

Amy Bolting, Fifth Grade Math TeacherAlvin Elementary School

I teach an intervention class of students on the autism spectrum who look forward to playing DreamBox every day. As visual learners, being able to physically move the virtual manipulatives around on the screen has allowed them to see and really understand math concepts in a whole new way. After just 6 months using DreamBox last year, I saw even my most math resistant students' move from below basic on the CMA to basic or proficient.